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A role for AI in education: Using technology to reshape education
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... One clear take away from Miller's collection of AI art examples and interviews is the connection between theoretical understandings of creativity guiding the practice of developing creative AI algorithms. Since Schank and Edelson (1989) identified the development of AI as a shared endeavor with the domain of education, how might the developments in AI align with art education pedagogies? Furthermore, since art educators explore how contemporary artworks can influence art education to think differently about pedagogy (O'Donoghue, 2015), how may the contradictions in computational artworks produce contradicting pedagogical approaches in art education? ...
... Since AI development has a shared endeavor with education (Schank and Edelson, 1989) and it has been argued that "we humans are slowly and imperceptibly merging with machines" (Miller, 2019, p. xxvi), how may discussions in computer science and creative AI produce new perspectives and questions for art education pedagogy? ...
The continued development and emergence of creative machines and computational creativity provokes
certain questions that audit ontological and epistemological assumptions. Creative artificial intelligence challenges
computer scientists, digital artists, and art educators to clarify or reconceptualize their notions of cognition and creativity.
The article starts by addressing the increase in AI algorithms in both daily life and formal education settings to begin
highlighting the shared investment across domains. The focus is then narrowed down to highlight creative machines and
digital artmaking. By exploring the statements and artworks from computer scientists and digital artists, correlations to
art education pedagogical approaches are then constructed. This will then lead into a recognition for a need to challenge
and examine the ontological and epistemological assumptions present in art education. Finally, a new material theoretical
framework for digital art education pedagogy is proposed to reorient discussions to ask new questions regarding
increasingly creative machines and the experiences and education of students in the visual arts
... Typically, these approaches involved comparisons between learner answers and experts' by (Ohlsson 1993): 1) observing learners' actions, 2) measuring progress in terms of correct problem solving steps, and 3) applying existing and well-founded theoretical notions on skill acquisition. This review of IJAIED papers starts with some historical issues regarding procedural learning that arose during the discussion carried out among Schank andEdelson (1989/ 1990) and Eggert (1990) ...
... In fact, the review of IJAIED papers has shown that AIED research has historically reflected the technology of the times (Schank andEdelson (1989/1990); Eggert (1990)). Following this, I concur that AIED systems should take advantage of those technological advances that can make the field progress, although there is a need to carefully analyse the best way to apply them. ...
This paper argues that the research field of Artificial Intelligence in Education (AIED) can benefit from integrating recent technological advances (e.g., wearable devices, big data processing, 3D modelling, 3D printing, ambient intelligence) and design methodologies, such as TORMES, when developing systems that address the psychomotor learning domain. In particular, the acquisition of motor skills could benefit from individualized instruction and support just as cognitive skills learning has over the last decades. To this point, procedural learning has been considered since the earliest days of AIED (dating back to the 1980’s). However, AIED developments in motor skills learning have lagged significantly behind. As technology has evolved, and supported by the do-it-yourself and quantified-self movements, it is now possible to integrate emerging interactive technologies in order to provide personal awareness and reflection for behavioural change at low cost and with low intrusion. Many activities exist that would benefit from personalizing motor skills learning, such as playing a musical instrument, handwriting, drawing, training for surgery, improving the technique in sports and martial arts, learning sign language, dancing, etc. In this context, my suggestions for AIED research in the coming 25 years focus on addressing challenges regarding 1) modelling the psychomotor interaction, and 2) providing appropriate personalized psychomotor support.
... While the application of AI has been applied and investigated as an emerging educational technology in class [3,7,11,16], there is a scarcity of research that inquiries into AI curriculum and more importantly, prescribing AI curriculum to meet ever-changing market demands. Perhaps, this is because of the latency in AI education and curriculum formation, compared with AI technologies flourished in industry over recent years. ...
This study aims at exploring the fit/misfit between artificial intelligence (AI) curriculum objectives and AI-relevant job qualifications. In our preliminary analysis, we applied the data collected from a major employment website and multiple university programs to extricate dimensions and properties for academic curriculum design and job qualifications, respectively. After investigating AI career market demand and supply, we recommend aligning AI curriculum with current and future market demands. Envisioning our future research, further theoretical development with supportive evidence should be leveraged to interpret the fit/misfit between AI curriculum design and market needs.
... L'utilisation la plus proche de notre proposition est l'enseignement à partir de cas ou « Case-Based Teaching » (Schank et Edelson 1990). Dans les systèmes fondés sur cette stratégie d'apprentissage, lorsque l'apprenant est en difficulté lors de la résolution d'un problème, ou lorsqu'il est face à un problème qu'il n'a jamais rencontré (d'un nouveau domaine ou d'un nouveau type), le système lui propose un cas similaire à celui qu'il a à résoudre. ...
Les actes peuvent être commandés à l'adresse suivante : http://tice2002.insa-lyon.fr/fr/sommaire.html
... Dans le cadre d'une navigation dans un hypertexte, le logiciel PIXED (Heraud et Mille 2000) propose de mémoriser les parcours des utilisateurs précédents puis de proposer à l'utilisateur un parcours correspondant à sa situation en adaptant un des parcours de la base de cas. Enfin, l'utilisation la plus proche de notre propos est l'enseignement à partir de cas (Case-Based Teaching) (Schank et Edelson 1990). Les systèmes fondés sur cette stratégie d'apprentissage proposent un cas proche à l'apprenant lorsque celui-ci est en difficulté lors de la résolution d'un problème, ou lorsqu'il est face à un problème qu'il n'a jamais rencontré (d'un nouveau domaine ou d'un nouveau type). ...
Les actes peuvent être commandés à l'adresse suivante : http://tice2002.insa-lyon.fr/fr/sommaire.html
... A related evolution is represented by attempts to capture related informations into somewhat selfcontained units (chunks), resulting in ITS using the frame formalism [Schank & Edelson, 1990], object orientation [Bonar & al, 1986], and case-based reasoning [Bloch & Farell, 1988, Farand & al, 1990. ...
Research in Intelligent Tutoring Systems is evolving. It results from a multidisciplinary effort to create a computer based technology to genuinely facilitate learning. In the present article we adopt a serie of perspectives, each one aiming at clarifying a particularly important issue in the design of computer based educational systems. We successively examine the role and the contributions of artificial intelligence and of cognitive science to the field. Then, we present some pragmatic and recent orientations of ITS research
In the intertwined and global world of today there are many complex societal problems such as climate change and the credit crisis, and there are local complex societal problems like traffic, energy problems and pollution. Policymakers handle these problems globally or locally depending on the scale of the problem. However, most policymakers are neither educated nor capable, and often unwilling to handle these problems in the most optimal way in order to reach sustainable changes. To improve this situation, policymakers should be aware of the complexity of the problem and learn how to handle complex societal problems. Therefore, they need a good scientific education at the academic level. When policymakers have not been trained during their academic education they should ask for scientific support on handling complex societal problems or attend special courses for learning how to handle societal complexity. A scientific methodology for handling complex societal problems has been developed in the field of Methodology of Societal Complexity: the methodology Compram (complex problem handling method) by DeTombe (1994-2011).Applying this methodology leads to more stable and sustainable changes in situations caused by complex societal problems.
In spite of a large body of research, deep knowledge regarding the effect of computer-based instruction systems (CBI) is lacking. The objective of this research was to investigate the effectiveness of CBI in support of mastery learning. The analysis is based on 333 students who used a CBI system, called management information systems tutor (MIST), for a nine-week period. Results of the analysis show that the MIST helped students improve their performance. In addition, a significant relationship was observed to exist between a student's performance and time on task. However, some students neither reached mastery performance nor did any significant change in their time spent on task occur. This is contrary to the belief held by some researchers in the field of CBI. These results are analyzed with respect to findings from motivational and self-learning research.
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